{"id":963,"date":"2025-06-02T10:41:37","date_gmt":"2025-06-02T10:41:37","guid":{"rendered":"https:\/\/site.uit.no\/gips\/?p=963"},"modified":"2025-07-07T13:18:58","modified_gmt":"2025-07-07T13:18:58","slug":"gloss-network-at-atee-conference-27-30-may-2025","status":"publish","type":"post","link":"https:\/\/site.uit.no\/gips\/2025\/06\/02\/gloss-network-at-atee-conference-27-30-may-2025\/","title":{"rendered":"GLOSS network at ATEE conference, 27.- 30. May, 2025"},"content":{"rendered":"\n[et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”||29px|||” custom_padding=”75px||93px|||” global_colors_info=”{}”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]

Some of the Norwegian GLOSS members meet and presented on the WFATE biannual Conference 2025 and ATEE Spring Conference in Tarragona<\/a>, May 2025. The conference aims at discussing the current and potential issues on Global Education research and practices by examining past developments, while also considering future challenges.\u00a0In particular, focused upon the role of teacher research and practice in providing opportunities for sustainable, and equitable teaching and learning processes that acknowledge the concept of global education in a global world.<\/em><\/p>\n

Ane Bergersen<\/a> from Western Norway University of Applied Science presented: How do teacher educators in the Global South reflect on their positions and contributions regarding student mobility from Norway?<\/em><\/p>\n

Bergersen emphasis on the need for Norwegian teacher education students to conduct part of their teacher education program abroad is increasing. Among the arguments for this emphasis is that globally aware teachers have better international and intercultural competence that can facilitate sustainable development and more just education. However, evidence to support those claims is contested (see Klein, Bergersen & Larsen, 2022; Massao & Bergersen, 2024). Moreover, the existing studies focus more on students\u2019 experiences and perceptions and little about teacher educators. Bergersen explore how teacher educators who facilitate student mobility to and in the Global South reflect on their positions and contributions in the field as part of the (de)colonial project and how cooperation partners in Zambia through equal knowledge exchange and positions can contribute to strengthening the quality of student mobility from Norway. I conducted eight qualitative interviews during 2023 and 2024 with five coordinators in Zambia to learn from their reflections regarding student mobility from Norway. The theoretical framework is critical pedagogy (Freire, 2000) and de-colonialization (Mbembe, 2022; Mignolo, 2007; Quijano, 2000) analyzing power, positions and pluriversity in international cooperation. Our findings indicate the reproduction of colonial structures and more academic responsibility to colleagues in Zambia, and they suggest adequate preparations with specific learning outcomes to increase the quality of student mobility.<\/p>\n

Jill Tove Buseth<\/a> from Inland Norway University of Applied Sciences presented on behalf of Gerd Wikan<\/a> and Knut \u00d8ystein H\u00f8vik<\/a> from Inland and J\u00f8rgen Klein<\/a> from Norwegian University of Science and Technology & Inland Norway University of Applied Sciences, Norway, \u201cGlobal South\u201d and \u201cGlobal North\u201d in teacher education: A critical discussion of a longstanding partnership between Norwegian and Namibian institutions in higher education<\/em><\/p>\n

Arising out of local solidarity initiatives in the Inland region of Norway in support of the Namibian independence struggle, the collaboration between the teacher education programme at Inland Norway University (INN) and educational institutions in Namibia, including the University of Namibia (UNAM), has in the decades since independence developed into professional and academic partnerships that remain strong and vibrant today. The mode and content as well as the actors have changed, but education and teacher education have always been at the nexus of the collaboration. The collaboration has changed from a one-way sending of Norwegian students on teacher practicums to Namibia to an increased focus on a broader sense of cooperation, including student and staff exchanges both ways, and joint research and educational projects. In this paper we critically examine and contextualize the collaboration between the various institutions in Norway and Namibia, in particular INN and UNAM. Buseth describe and reflect upon strategic steps taken to ensure a sustainable partnership that has sustained for more than 30 years, but also analyse and discuss the different modes of cooperation in a critical reflective perspective with special emphasis on trends within development aid and education policy strategies in Norway, internationalization trends in higher education, and post-colonial theory.<\/p>\n

Hege Knudsmoen<\/a> from Oslo Metropolitan University presented \u2018Global partnership development regarding Internship<\/em>\u2019<\/p>\n

Knudsmoen emphasis how the primary and secondary teacher training program has a longstanding tradition of offering student teachers practical experience in the Global South as part of their teacher education. In their evaluation report, our colleagues at Western Cape (UWC) and Tribhuvan University (TU) highlight the value of this experience, noting that it offers student teachers a valuable opportunity to apply their pedagogical knowledge and skills in a different cultural context. Moreover, it inspires them to consider working in other countries.<\/p>\n

This practicum experience also facilitates the development of intercultural communication skills and fosters a global mindset among student teachers as integral components of their teacher education (Deardorff, 2020). Through reflection on their experiences from diverse cultural perspectives, student teachers can deepen their understanding of their learning and development, as emphasized by our partners in the global South. To enhance the student teachers’ reflections on their practicum in the global south, we will develop a partnership model with our collaborative institutions in the global South to enhance mutual collaboration (Coburn et al., 2013; Lillejord & B\u00f8rte, 2016; Sj\u00f6lund et al., 2023).<\/p>\n

The paper presentation will delve into developing these partnership models as a collaborative research endeavour with our partners in the global south (Farrell et al., 2022; Vanderlinde, R. & van Braak, 2010; Welsh, 2021). This research will be conducted jointly by faculty members in partnership with the findings from our HKDir 2024-27, focusing on \u201cstudent teachers\u2019 internship in the Global South.\u201d The exchange of student teachers during practicums offers a valuable opportunity to gain insights into another culture and school system. To ensure a balanced collaboration, it is imperative to develop partnership models that address mutual collaboration. We will strengthen physical and virtual mobility for employees throughout the project period to improve the reflection and collaboration on Internship.<\/p>\n

Monica Tove Vattedal<\/a> from Western Norway University of Applied Sciences presented; Democracy and Citizenship in literary texts in the EFL classroom<\/em>.<\/p>\n

The current Norwegian National Curriculum, (LK20) has introduced three interdisciplinary topics to foster a holistic didactic approach to teaching and learning. The topics are relevant on individual and societal level, both locally and globally. The interdisciplinary topic democracy and citizenship will be the basis for this study. According to the English Subject Curriculum tolerance, curiosity and engagement are values to be promoted in the topic of democracy and citizenship. Learners shall train their ability to think critically, learn to deal with conflicts of opinion and respect disagreement. In addition, one of the competence aims in the curriculum concerns reading, interpreting and reflecting on fictional texts in English to strengthen students\u2019 competence in the topic.<\/p>\n

The present study aims to examine how teachers in lower secondary school interpret and understand the topic of democracy and citizenship in literary texts. The respondents are in-service teachers of English who have an assignment related to a children\u2019s literature project. In the project, the teachers choose a literary text in line with the topic of democracy and citizenship. Next, the project is planned and implemented in the classroom. After sharing the project with colleagues, a report is written based on the process and the experiences. Finally, the project is part of the final assessment (semester paper) in the course, which should give engagement with the task.<\/p>\n

The research project is in its starting phase now, but consent forms and surveys have been created and distributed. The data collection will take place in late spring, and the analysis will follow thereafter. The data will be coded and analysed based on a conventional content analysis (Hsieh & Shannon, 2005). It will be interesting to see if there are differences in how teachers interpret the interdisciplinary topic of democracy and citizenship in literary texts, Vatterdal emphasis.<\/p>[\/et_pb_text][et_pb_gallery _builder_version=”4.27.4″ _module_preset=”default” posts_number=”3″ show_title_and_caption=”off” show_pagination=”off” hover_enabled=”0″ sticky_enabled=”0″ gallery_ids=”969,970,971″ min_height=”200px”][\/et_pb_gallery][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"

Some of the Norwegian GLOSS members meet and presented on the WFATE biannual Conference 2025 and ATEE Spring Conference in Tarragona, May 2025. The conference aims at discussing the current and potential issues on Global Education research and practices by examining past developments, while also considering future challenges.\u00a0In particular, focused upon the role of teacher […]<\/p>\n","protected":false},"author":123462,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"1080","footnotes":""},"categories":[],"tags":[],"class_list":["post-963","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/posts\/963","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/users\/123462"}],"replies":[{"embeddable":true,"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/comments?post=963"}],"version-history":[{"count":3,"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/posts\/963\/revisions"}],"predecessor-version":[{"id":973,"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/posts\/963\/revisions\/973"}],"wp:attachment":[{"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/media?parent=963"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/categories?post=963"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/site.uit.no\/gips\/wp-json\/wp\/v2\/tags?post=963"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}